Solidarity Play as a Proposal to Reduce Disruptive Behavior in Third Grade Students at Santa Ana School - Miranda, Cauca.

El proyecto de intervención educativa que se presenta, está encaminado en el juego solidario entre los alumnos de grado tercero como uno de los métodos para reducir las conductas disruptivas presentes en el aula de clases de la Institución Educativa Santa Ana, Miranda Cauca. Esta intervención es de gran relevancia por cuanto la conducta disruptiva al no ser considerada a tiempo podría afectar el aprendizaje y el desarrollo psicosocial de los estudiantes, no solo a nivel individual sino grupal. De esta forma se busca que los educadores obtengan herramientas eficaces con la cual puedan afrontar una realidad presente en la institución educativa, y que de manera asertiva se aborden dichas conductas disruptivas cuando se presenten en el aula de clases fortaleciendo los procesos educativos. Es de gran importancia comprender y responder a las necesidades presentes en el aula, desde que los alumnos tienen corta edad, bien sea como en este caso, con juegos cooperativos. Debido a que se establecen pautas pedagógicas, desarrollándoles herramientas con la cual puedan afrontar problemas de convivencias, fortaleciendo su capacidad de empatía y solución de problemas, potenciando a su vez sus valores y conocimiento de los mismos; al igual que a los educandos se les facilita la resolución de conflictos y fortaleciendo el vínculo en el aula de clases entre alumno-docente, y entre alumno-alumno.The educational intervention project presented here is focused on the solidarity game among third grade students as one of the methods to reduce the disruptive behaviors present in the classroom of the Santa Ana Educational Institution, Miranda Cauca. The educational intervention project presented here is aimed at solidarity play among third grade students as one of the methods to reduce disruptive behaviors present in the classroom of the Santa Ana Educational Institution, Miranda Cauca. This intervention is of great relevance because disruptive behavior, when not considered in time, could affect the learning and psychosocial development of students, not only individually but also as a group. In this way, it is sought that educators obtain effective tools with which they can face a reality present in the educational institution, and assertively address such disruptive behaviors when they occur in the classroom, strengthening the educational processes. It is of great importance to understand and respond to the needs present in the classroom, It is very important to understand and respond to the needs present in the classroom, since the students are young, either as in this case, with cooperative games. Because pedagogical guidelines are established, developing tools with which they can face problems of coexistence, strengthening their capacity for empathy and problem solving, enhancing in turn their values and knowledge of them, as well as the students are facilitated conflict resolution and strengthening the link in the classroom between student-teacher and student-student